The tech-bubble, its ultimatum to innovate, and its subsequent bursting at the turn of the twenty-first century placed an economic emphasis on creative, original, innovative, iterative, and relevant ideas to drive growth in the marketplace. The resulting Creative Economy is now the new economy that tech, business, and higher education professionals seamlessly live, work, and create. Corporatized creativity, its discourse, and its call to innovate in the university seems, however, different in-kind than the object of study in a liberal art's classroom. Corporatized creativity discourse vastly differs from Immanuel Kant's long-standing definition that creativity produces both original and exemplary work. In the current economy, creativity must be both original and appropriate to the problem to solve. Additionally, the corporate sphere depends on not only knowing how and idea comes about but also how to be able to replicate its process and methods. The current corporatized creativity discourse 'scientizes' creativity or rationalizes and institutionalizes its processes and does so in order to monetize its creative productions for the marketplace. Within the new creativity discourse, a subtle but vital shift in vocabulary highlights the importance of also shifting the learning outcomes in most university classrooms. Traditionally, humanities courses teach the concept of creativity and its various applications from exalted individuals who produce objects across media and history. Now, every classroom is or will soon be expected to actively teach how to be creative no matter the course, subject, or student's aptitude or talent for it. For that to happen, this paper contents that teaching the concept of creativity in the classroom needs to make a fundamental change to teaching how to be creative.

中文翻译：

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创造力的科学化：“创新或死亡！”

技术泡沫及其创新的最后通牒以及随后在 21 世纪之交的爆发将经济重点放在创造性、原创性、创新性、迭代性和相关性的想法上，以推动市场增长。由此产生的创意经济现在是技术、商业和高等教育专业人士无缝生活、工作和创造的新经济。然而，公司化的创造力、它的话语以及它在大学中对创新的呼吁似乎与文科课堂中的研究对象不同。公司化的创造力话语与伊曼纽尔康德长期以来的定义大不相同，即创造力产生原创性和模范作品。在当前的经济中，创造力必须是原创的，并且适合要解决的问题。此外，企业领域不仅取决于了解和想法的产生方式，还取决于如何能够复制其流程和方法。当前公司化的创造力话语“科学化”创造力或使其过程合理化和制度化，并且这样做是为了将其创意产品货币化以供市场使用。在新的创造力话语中，词汇的微妙但至关重要的转变凸显了在大多数大学课堂中也改变学习成果的重要性。传统上，人文课程教授创造力的概念及其各种应用，这些概念来自于跨媒体和历史生产物品的杰出人士。现在，无论课程、学科或学生的天资或天赋如何，每个教室都或将很快被期望积极教授如何发挥创造力。